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Class Activities & Homework Assignments 7th Grade!

Thursday, March 10, 2011

Class: Students had time today in class to finish the Triangle Slope Similarity problem. After completing it, students could work on extra credit or move to putting together the Investigation Four packet (due on Friday).

Homework: Packet for Investigation Four (due Friday) plus "Rectangle Ratios" (cut, sort, nest, graph... give slopes, and create three new lengths for similar rectangles)

Wednesday, March 9, 2011

Class: Students began class with corrections. The remaining time was devoted to the Triangle, Ratio, Slope activity. There are still students that are not finished. Those students should measure leg lengths as homework as well as... (see below).

Homework: "Ratios: A Picture's Worth..." Be sure to read directions carefully. Use four colors!

Tuesday, March 8, 2011

Class: Students continued the class activity from Monday. When completed they began a related activity on right triangles. The differences in the triangle activity (relating slope and ratios to similarity)... (1) measure in inches to the nearest quarter inch, (2) no diagonals to draw, (3) do not cut out and nest, (4) some triangles will not "pair up" with other triangles as similar, and (5) measure the angles to support your designation as similar. This will continue in class on Wednesday.

Homework: complete Monday homework (students asked for additional time based on questions they weren't able to answer on their own); if finished, consider the extra credit from the rectangle class activity

Monday, March 7, 2011

Class: Students spent today's class period working on the activity, "Using Diagonals, Ratios, and Slope to Determine Similarity." Students began by measuring the sides lengths of 10 rectangles, recording the information in a table. Diagonals were drawn between the non-adjacent vertices (creating an 'x'). Then the rectangles were cut out and the diagonals were used to verify or determine which rectangles were similar. The rectangles were displayed showing the matching diagonals. Finally, the side length information was to be displayed graphically, with the long side of the rectangle plotted on the x-axis (short side on the y-axis). Connect a set of points to (0, 0) with a line. The final step was to determine the slope for each line. This slope should connect back to the ratio that helped students determine which rectangles were similar in the first place! (Almost finished..., so complete in class on Tuesday)

Homework: complete "Perimeter and Area of Similar Figures" mini-packet (started in class on Thursday)

Friday, March 4, 2011

Class: Students graded and turned in Thursday's homework. A short quiz on scale factors and missing side lengths followed. When finished with the quiz, students returned to the work from Thursday. They continued to work with important similarity ideas like writing similarity statements with vertices and symbols, finding corresponding angles in figures and perfecting their ability to find missing sides lengths with the techniques we currently have.

Homework: Review the planner for this week and complete any incomplete work... turn in on Monday, with or without a late pass for full or partial credit

Thursday, March 3, 2011

Class: Students began class with corrections. ACE questions from Tuesday were scored and turned in. Problem 4.3 was checked and returned to the binder. Students spent the remainder of the class perfecting their work with scale factors as they relate to length and perimeter and scale factors as they affect area. We began an activity called "Perimeter and Areas of Similar Figures." The class work will continue tomorrow after a short quiz.

Homework: "Finding Measures of Similar Figures" (show calculations leading to answers). Review scale factors for Friday's quiz.

Wednesday, March 2, 2011

Class: No class because of early release schedule. Complete Tuesday's homework before class on Thursday.

Tuesday, March 1, 2011

Class: Students began class with corrections. ACE questions from Monday night were recorded in the homework log and turned in; Problem 4.2 was returned to the binder. Today's class assignment began with a "Getting Ready" handout. Students were asked to analyze why a student had written a particular fraction when examining two similar figures. We discovered that one fraction represented the scale factor from the large to small rectangle; the other fraction represented the ratio of two sides of a triangle. This led into our work for the day... Problem 4.3. Students were asked to use all prior knowledge to find missing sides lengths and missing angles in various figures. We ended the problem with finding the area of two compound figures that are similar.

Homework: ACE 5-14, pages 68-69 (show ratio or scale factor work!). Be sure to complete 4.3, if unfinished. CLASS does not meet on Wednesday, so homework is due on Thursday.

Monday, February 28, 2011

Class: Students were asked to work on Problem 4.2... triangles. The triangles we were working with had sides lengths were ratios were difficult to "eyeball." So students were expected to convert the short:long and short:medium ratios into rounded decimals. These ratios and the angle measures were used to determine which triangles were similar.

Homework: ACE 2, 27, 29-30, 35  pages 66-73. Be sure that ACE 2 uses ideas from Problem 4.2 and that work is shown that supports your work

Friday, February 25, 2011

Class: Students returned to the work from Thursday. The focus today was "Cryptic Quiz" (the title of the page, not an actual quiz!) where students continued to use corresponding sides to find the scale factors. If any work on the reverse side of the handout is unfinished, it should also be completed. ACE questions from Wednesday were corrected and turned in.

Homework: Review the planner for this week and complete any incomplete work... turn in on Monday, with or without a late pass for full or partial credit

Thursday, February 24, 2011

Class: Students worked today with the key ideas from class yesterday. Students were asked to work with similar figures and to use the known corresponding sides to determine the scale factors for the figures (both small to large and large to small). The title of the page should be "Using Corresponding Sides to find Scale Factors." Then, students used the appropriate scale factor to find the length of the missing side. For two of the ten questions, students were to complete an illustration for the problem (shadow problem and photograph problem). Students did not need to complete as homework... but will at a later time.

Homework: finish ACE questions from Wednesday, or the Rectangle/Triangle handout from Tuesday, or other work from an absence (no new assignment)

Wednesday, February 23, 2011

Class: Students continued their work on Problem 4.1. There are two new procedures in this problem: (1) when writing adjacent side ratios to compare figures for similarity, write the ratio as a decimal when the numbers are challenging to simplify or compare, and (2) compare the scale factor you get using other method to the ratio developed from corresponding sides of similar figures (they should be the same!).

Homework: ACE 1, 3, 4, 15-26, 37 (pages 66-75)

Tuesday, February 22, 2011

Class: Students worked today on "Getting Ready for 4.1" and Problem 4.1 in the new investigation "Similarity and Ratios." This problem asked students to extend their work with ratios to include the decimal version of the ratio for comparing two figures for similarity. This will especially be useful when we have numbers that are not so "user friendly." Students were able to make great headway, though very few, if any students finished the work in class today.

Homework: "Ratios and Similar Rectangles" and "Testing Right Triangles" (this is a handout... not in the textbook)

Friday, February 18, 2011

Class: Students took a pop quiz (no warning) on scale factors and finding side lengths in similar figures. After turning in the quiz, students checked over their packet and math reflection before turning that in. The remaining class time was spent completing Thursday's class work with a set of rectangles and triangles... determining which are similar (same length/width or base/height ratios, right!). Scale factors between similar figures were to be given.

Homework: Review the planner for this week and complete any incomplete work... turn in on Tuesday, with or without a late pass for full or partial credit

Thursday, February 17, 2011

Class: Students made corrections on yesterday's class and homework before beginning today's assignment. This is an introduction to the next Investigation. We studied a group of rectangles, analyzing them to determine the ratio of the adjacent sides, along with finding their area and perimeter. For the similar rectangles we determined the scale factors relating them. Most students only were able to finish the rectangles and still have a set of triangles to analyze. (To be continued).

Homework: Put together the Investigation Three packet and write the math reflection about scale factors and similar figures

Wednesday, February 16, 2011

Class: Students had a short class period due to late start. Students were asked to continue their work on "Scale Factors, Similar Figures, and Area" after making corrections and turning in last night's homework. Most students (though not all) had time to finish and begin on the day's homework.

Homework: "Are They Similar?" and "Skill: Ratios, Decimals, Percents, and Similar Figures"

Tuesday, February 15, 2011

Class: Students worked today on completing Problem 3.3 (if needed) and then moved into the main assignment of the day... "Scale Factors, Similar Figures, and Area." This handout has six multi-step questions that ask students to draw diagrams on grid paper, find scale factors, and other questions related to similar rectangles, triangles (and even a pair of circles). Most students made great progress through the questions, though few students finished all six questions completely (will continue during class tomorrow).

Homework: ACE Questions 25-31 on pages 51-53 (please copy equivalencies)

Monday, February 14, 2011

Class: Students were given time to complete Problem 3.3, started on Friday. Students were drawing new similar rectangles and triangles based on a direction about the scale factor, area, or change in perimeter. Students were then given a challenge to determine missing side lengths, scale factors or angle measure in a new pair of similar rectangles and similar triangles.

Homework: ACE 4-14, pages 45-48 (grid paper needed for questions 5 and 8)

Friday, February 11, 2011

Class: Students corrected the Rep-tile homework before turning in. Today was also the final day to turn in the "Create your own Mug-like Character" assignment. Today's class work began with a discussion of the relationship between scale factor, length, perimeter, and area of similar figures. With the time remaining, students began, but did not finish, Problem 3.3. It will be finished on Monday!

Homework: Review the planner for this week and complete any incomplete work... turn in on Monday, with or without a late pass for full or partial credit

Thursday, February 10, 2011

Class: Students today worked on Problem 3.2, making rep-tiles with triangles. The experiments were with three types of triangles: right, isosceles, and scalene triangles. Four copies were to be arranged into a scale factor two triangle. One triangle was to be extended to scale factor three (nine copies). Finally, question D asked students to subdivide a triangle into four copies of the original using the patterns developed in the arrangement of the triangles from parts A-C of the work!

Homework: Finish Problem 3.2 (some did not have time to complete part D) and Reptiles 1 and Reptiles 2 (side two has some more difficult rep-tiles to create... try to get as many as possible completed)

Wednesday, February 9, 2011

Class: Students continued work on Problem 3.1, with time for most students to finish. We are investigating whether all quadrilaterals can rep-tile. This means that four copies can be arranged so that the enlarged figure is similar to the original and has a scale factor of two. After completing parts A-C in the textbook, students experimented with an additional trapezoid (letter O or S, from their set of quads), to see if all trapezoids can rep-tile.

Homework: Packet for Investigation Two... assemble and write math reflection. Due Thursday.

Tuesday, February 8, 2011

Class: Students worked today on Problem 3.1, making rep-tiles (repeating tiles... making similar figures) from rectangles, parallelograms, and certain trapezoids. Students cut four copies (scale factor of 2) of each shape, arranging them in such a way that the base and the height of the quadrilateral is double the original. The general shape and angles should be the same as the original (watch out! It is easy to turn 4 trapezoids into a parallelogram). This assignment was incomplete when the period ended. To be continued on Wednesday.

Homework: ACE Questions 1-3, 15-18 on pages 44, 45, 49. Continue working on Mug-like Character... due no later than Friday

Monday, February 7, 2011

Class: Students were given reminders about the Mug-like Character project (assigned on Thursday before vacation) and given an entire class period for working on the assignment! No additional class time before due date.

Homework: finish Mug-like Character assignment by Friday (tonight... at least 30 minutes!)

Friday, January 28, 2011

Class: Students were on the Boeing Museum of Flight field trip. Happy Vacation.

Thursday, January 27, 2011

Class: Students finished quizzes and began work on "Create Your Own Mug-like Character." They will be making an original, an image similar to the original, and an imposter. 

Homework: Complete any activities from Investigation Two or any missed homework!

Wednesday, January 26, 2011

Class: Quiz over Investigations 1 & 2.

Homework: complete Tuesday's homework assignment

Tuesday, January 25, 2011

Class: Students had time to complete Problem 2.3, finding the scale factors linking three pairs of triangles, along with answering related questions D-F. Anyone not finished with Problem 2.3 should finish before Thursday.

Homework: ACE Questions 1, 4-7, 10 (give scale factors as fraction), 11a & c (skip part b), 16-17 on pages 28 to 33 (due on Thursday). QUIZ on WEDNESDAY

Monday, January 24, 2011

Class: Students were introduced to two very important terms... similar and scale factor. These have been used in class casually, but students are now expected to incorporate them into their vocabulary. Class time today was focused on the beginning of Problem 2.3. We completed a table of information, finding which rectangles and triangles had the same ratio. These were our similar figures; we determined the scale factor that connects any two similar figures. Our scale factors were from small to large (easy) and from large to small (a little harder). All scale factors are written in fraction form. We'll soon know why this is helpful!

Homework: finish Mug's Hats... Problem 2.2 on pages 24-25 (started on Friday and substantially done)

Friday, January 21, 2011

Class: Students continued their work with rules to plot figures on the coordinate plane. Today students worked with Problem 2.2, making hats for Mug Wump. Students were asked to predict which rules would create similar figures and which would not. Many students were surprised to find how addition and subtraction rules affect what's plotted on the coordinate plane. Work will continue on Monday!

Homework: Complete any overdue work for the week... late pass saves the grade and nothing turned in more than one week late for credit! Please attach a reminder to me if your assignment is late because of an excused absence... thanks!

Thursday, January 20, 2011

Class: Students continued their work on Problem 2.1, creating the five polygonal members of the Mug Wump family. When all characters have been drawn, determine which are imposters (tell why you know they are imposters) and which are true Wumps (tell why you know). Be sure to make a tracing of Mug Wump so you can compare angles, side lengths, and areas.

Homework: Complete Problem 2.1, including responses to parts A and C. All drawings should be complete

Wednesday, January 19, 2011

Class: Students turned in homework after corrections and were introduced to the next investigation, "Similar Figures." We read the introduction, and began our work on Problem 2.1, "Drawing Wumps." Students were given the coordinate points for a character called Mug Wump. After drawing Mug Wump, students were to use a rule (example: 2x, 2y) and create another set of points for another character. Class time was not sufficient to complete the activity today.

Homework: complete any assignments unfinished for the packet due on Thursday, assemble the packet, and write the three-part math reflection (due Thursday)

Tuesday, January 18, 2011

Class: Students had an excellent opportunity to practice the skills in the first investigation by working on "Additional Practice on Corresponding Sides and Angles. This consisted of using percents to increase or reduce the size of of a variety of polygonal shapes. Students should complete any unfinished work before Thursday... packet due. Progress report given to all students in periods 1 and 2.

Homework: ACE Questions 5-7, 21 (pages 13-17) on the same paper as ACE 15-18 from Thursday; packet for Investigation One due on Thursday

Friday, January 14, 2011

Class: Students continued their work on Problem 1.3, bring it to completion. At this point in our work students should be aware that two features of a figure remain the same when two figures are similar... angles stay the same and the general shape remains the same. Students should be developing clear ideas about what happens to lengths and areas as figures are enlarged or reduced. More on that as we continue next week. Some students began further work on some ACE questions (see next week for actual assignment).

Homework: Complete any overdue work for the week... late pass saves the grade and nothing turned in more than one week late for credit! Please attach a reminder to me if your assignment is late because of an excused absence... thanks!

Thursday, January 13, 2011

Class: Students reviewed for completion, and turned in, the two-day homework assignment (Triple Match mini-packet). The focus of today's class was Problem 1.3, working with three figures... an original (100%), an enlargement (150%), and a reduction (75%) of the Super Sleuth character. Students were given the task of measuring and calculating the size changes, comparing them to the original. Our goal is to develop further the ideas related to similarity (...what changes and how does it change? AND ...what stays the same when we enlarge or reduce a figure?).

Homework: ACE questions 15-18 (Investigation One)... show your work and designate the correct answer. A reminder that many students need to locate their calculator and bring it to class every day!

Wednesday, January 12, 2011

Class: Students had a shortened class period due to a late start schedule. Class today was devoted to completing our packet work on percents. Students had time to look over their quiz from Friday and to put additional effort into finishing the "Triple Match" packet. (For specific titles of items in the packet, see Tuesday's homework).

Homework: complete "Triple Match" packet (matching percents with fraction & decimal equivalencies) and finding the percent of a number... exactly and estimated using compatible numbers

QUIZ retakes scheduled for next Tuesday or Thursday after school; study session tomorrow (Thursday, 01/13) after school

Tuesday, January 11, 2011

Class: Students worked today on Problem 1.2, enlarging the "Super Sleuth" character with a rubber band stretcher. After enlarging, we analyzed the image and the original to determine what elements of the figure stayed the same and what elements changed. If something changed, we were to identify HOW it changed. This gave us our first ideas about similar figures.

Homework: spend at least 30 minutes on your final percents packet... "Triple Match," "What were the Crash Dummy's Last Words?" plus "What Happened... Powdered Food for Dinner?" and "Why did the Elephants Laugh at Tarzan?"

Monday, January 10, 2011

Class: Students were introduced to the new unit by scanning the table of contents, introduction, and goals and questions for the unit. We started with our first Problem (1.1) where we used some given information and a ruler to find the estimated height of a person shown in a photograph. Students had great ideas about how to show and explain that work. We had a little time to begin the ACE questions.

Homework: ACE Questions 1-2 (show process), 8-12 (use 3-step process... write the formula, substitute the values to replace the formula, solve and label... you may support your work with a calculator), and 14 (copy problem and show your thinking). These ACE 1-2, 8-12, and 14 are on pages 12-15.

Friday, January 7, 2011

Class: Students took a quiz on percent-fraction relationships and ruler measuring!

Homework: Complete any overdue work for the week... late pass saves the grade and nothing more than one week late for credit!

Thursday, January 6, 2011

Class: Students continued their work on percents by learning a process to find a percent of a number without use of a calculator. Students use 10%, 5%, and 1% of a number subdivisions to solve problems like... 22% of 420. The final page in the "Delightful Daisies" packet ("Circle Round the Sun" ) contains the problems we used in class... and finished for homework.

Homework: Finish today's class work and prepare for Friday's quiz

Wednesday, January 5, 2011

Class: Students worked on mental math strategies for finding the percent of a number. The percents involved are benchmark percents that relate to "easy to use" fractions (like finding 25% of 120 can be thought of as one-fourth of 120). Practice involved the completion of "How does a Witch Break the Sound Barrier?" and "What did Olga's Uncle give her for Cold Feet?" Work then continued into "Delightful Daisies," "A-Maze-ing" and "Test of Knowledge."

Homework: complete "Delightful Daisies," "A-Maze-ing" and "Test of Knowledge." A quiz is scheduled for Friday... topics are percent/fraction relationship (be able to convert from one form to the other) and measuring with a ruler accurately

Tuesday, January 4, 2011

Class: Students worked on strategies for changing fractions into percents (equivalent fraction with a denominator of 100 OR a division method when a remainder is possible) and some strategies for finding percent of a number using mental math instead of a calculator. The remaining class time was devoted to beginning the activities listed below as homework.

Homework: finish "Why was Cinderella Such a Poor Soccer Player?," "What Do Centipedes hate to Do?," "Where is most of the Money in Egypt Kept?," and "Why Didn't Dexter want a Pocket Calculator?"

Monday, January 3, 2011

Class: Students were given some reminders and deadlines for finishing any work from the previous unit. Today's class was focused on ruler reminders... students measured in centimeters, with precision to the nearest millimeter and in inches, with precision to the nearest eighth of an inch. The class activities were titled... "Cryptic Quiz," "What has Four Legs and Flies?" plus "Why do Elephants Lift Weights?" and "Measure with Pleasure." Be sure to do the final page on the provided unlined paper.

Homework: Finish the "Cryptic Quiz" mini packet (contents listed above)

Friday, December 17, 2010

Class: Students had time to complete the unit test. Many students were able to assemble and turn in their final Accentuate the Negative packet. Please turn in your textbook!

Homework: Enjoy some holiday and vacation time! See you in 2011

Thursday, December 16, 2010

Class: Students worked on the unit test for the integer/rational number unit, Accentuate the Negative.

Homework: Finish any incomplete work... ready to make a packet tomorrow

Wednesday, December 15, 2010

Class: Students were introduced to the Distributive Property through three rectangle problems. The remainder of class was given over to working with writing equivalent statements in the expanded and factored forms, and finding answers when a variable is not involved.

Homework: complete Order of Operations activities  UNIT TEST THURSDAY! (see pink handout for a list of topics)  Make your "yellow card" to use during the Test

Tuesday, December 14, 2010

Class: Students had time today to catch up on already assigned work... finishing multiplication and division work, Problem 4.1 and beginning the "Integer Rules" and order of operations work.

Homework: Integer Rules and Skill: Order of Operations with Integers 


Monday, December 13, 2010

Class: Students were re-introduced to Order of Operations with a twist... now integers can complicate the problem solving! Class time was devoted to Problem 4.1, with a special challenge of working with moving parentheses to create largest and smallest answers for a given set of numbers and operations!

Homework: ACE questions 1, 2, 8-25 on pages 69-70  TEST This THURSDAY!

Friday, December 10, 2010

Class: Students worked all period on activities to understand the multiplication and division algorithms. Any student that finished played the "Integer Product Game." (Response to the first trimester grade was due today)

Homework: Complete any work from the current week.


Thursday, December 9, 2010

Class: Students turned in their Investigation Two packets (addition and subtraction of integers), before beginning today's activity. Students worked with Ms. LoBue to examine patterns that led to algorithms for multiplication and division of integers. We also reviewed multiplication and division fact families, ways to write multiplication besides using the "x" and three ways to write division. Students began work on a multiplication and division mini-packet that begins with the title "Multiplying Integers."

Homework: Spend 30 minutes on the "Multiplication and Division Mini-Packet." Remember to finish and bring to class your reflection on the Trimester One grade

Wednesday, December 8, 2010

Class: Students in first period turned in homework and attended the Geography Bee. Students in second period had time to complete quizzes and work on assigned work due today, tomorrow or Friday. No new material covered today.

Homework: complete packet by Thursday and reflection on Trimester One grade due Friday

Tuesday, December 7, 2010

Class: Students took a quiz... the topics covered were addition and subtraction of integers plus the coordinate plane.

Homework: complete "Keys to Success" and "...Lions, Tigers, Leopards" by Wednesday, packet due by Thursday, and response to Trimester One grade report due on Friday

Monday, December 6, 2010

Class: Students had an Investigation Two "catch-up" day. Given the packet cover for this investigation, students were asked to assemble their work and complete any work that has not been finished. Most students will have coordinate plane work from Friday to finish and may have work from the Problems (2.1 to 2.5) that need attention. Packet is due on Thursday. QUIZ on TUESDAY!

Homework: Students have homework due on Wednesday ("Keys to Success" and "What Should You Do If You are Surrounded by 20 Lions, 15 Tigers and 10 Leopards?") and homework due on Friday (write about your reaction to your trimester grade... include what you are pleased about, what you need to change, what you plan to do the same or differently). QUIZ on TUESDAY

Friday, December 3, 2010

Class: As students finish the first week of the new trimester, they were asked to take notes on the Cartesian Coordinate Plane. Key terminology was reviewed/interpreted/discussed (x-axis, y-axis, origin, quadrant, ordered pair). Students were then asked to work on Problem 2.5 and pages in a "Coordinate Plane" mini-packet. This work will continue for students on Monday. Third period students continued their work with "chip boards" and subtracting integers.

Homework: Complete any work from the current week.

Thursday, December 2, 2010

Class: Students turned in last night's homework after recording in homework log. Class time began with a discussion of fact families, a group of related problems that contain only three numbers! Students wrote their own fact family using integers, starting with the addition part of the family. Students wrote a second fact family, starting with the subtraction part of the family. These were discussed and checked before beginning Problem 2.4. Most students had time to complete 2.4.

Homework: ACE 4-22 (pages 33-36)... read directions carefully and be sure to copy problems when asked to "find" or "compute" the answer

Wednesday, December 1, 2010

Class: Students turned in last night's homework after recording in homework log. Class time was devoted to working on Problem 2.3, The Addition/Subtraction Connection. Students learned to rewrite addition problems as subtraction (of opposites) and subtraction as addition (of opposites!). Many began ACE questions (4-13... be sure to copy problems in 6-8, 13 and solve... read directions for each carefully!!!)

Homework: "Mountainous Locations" (rewrite all subtraction problems as addition and solve) with the reverse side as extra credit (Rabbit Riddle). Continue working on ACE (due Friday) and complete Problem 2.2 before the next packet

Tuesday, November 30, 2010

Class: Students turned in ACE 1-3 (homework) after corrections. The remainder of the period was spent developing an algorithm for subtraction of integers in Problem 2.2. To be continued on Wednesday.

Homework: "Why Do Some People Say Captain Kirk Has Three Ears?" (subtraction of integers) and for extra credit... "What Did Cupid say When Asked: 'Where is There Honey Underground?'" (be sure to show your steps/work for partial sums or differences)

Monday, November 29, 2010

Class: Today begins Trimester 2. Students learned about "walking the number line" as a model for understanding subtraction of integers. They used it and the chip model to complete "Subtracting Integers" (with about 2/3 of the page showing the number line models) and "What Should You Do When you Can't Sleep?" (please complete self-checking).

Homework: Students should finish any subtraction work given so far (see Tuesday, Wednesday and today), plus ACE 1-3 from page 32 (copy and solve problems for 1-2, write number sentences for #3)

Wednesday, November 24, 2010

Class: Students continued their work with the chip board model of subtraction. Most students had time to finish "Practice: Subtracting Integers" and "Subtracting Integers" (a two-sided handout that goes with their chip board work).

Homework: Enjoy Thanksgiving Break!

Tuesday, November 23, 2010

Class: Students were introduced to the chip board model of understanding subtraction of integers. Students used the "Practice: Subtracting Integers" and "Subtracting Integers" handout as a source of problems to model using the chip board. All students should have 24 problems modeled on their chip boards before considering their work finished!

Homework: Continue work on the "Some Like It Hot!" packet... due tomorrow

Monday, November 22, 2010

Class: Students worked on Problem 2.1 "Algorithm for Addition of Integers." The reading begins on pages 22-23, with the Problem itself on page 24. Complete all parts of the Problem, even if you need to finish as homework.

Homework: Students have a "Some Like it Hot!" packet of addition activities to be completed for correcting on Wednesday; last page "Farmer John" is extra credit. Be sure to follow directions and use examples to determine what work should be shown

Friday, November 19, 2010

Class: Students took the first Quiz for Accentuate the Negative. Packets were due for Investigation One. ACE questions assigned Thursday night should have been turned in.

Homework: Complete any work from the current week. The trimester ends next Wednesday!

Thursday, November 18, 2010

Class: Students scored and turned in homework from Tuesday. The remainder of the class was time to work on Problem 1.4 (with specific directions about how work should "look"). Both parts B and D should be shown in table form with the following column titles: Starts With, Rule, Ends With, and Number Sentence (looks something like the table at the top of page 15).

Homework: Assemble packet for Investigation One of Accentuate the Negative, prepare for the quiz, finish Problem 1.4, and ACE Questions 32-38 (page 18)

Wednesday, November 17, 2010

Class: Half day schedule... class did not meet

Tuesday, November 16, 2010

Class: Students made corrections on ACE questions from class Monday and Monday's homework (handout). The handout was turned in and the ACE questions were kept for a packet. The remainder of class was spent working with black and red chips and "zero pairs" (adding or removing one positive and one negative number as a pair). We were able to complete the "Getting Ready" section of Problem 1.4.

Homework: Finish all parts of the "Going Up, Going Down" mini-packet by Thursday (class does not meet on Wednesday)

Monday, November 15, 2010

Class: Students worked on Investigation One ACE questions starting on page 16. ACE 9-31, 42-43, and 49-51. Be sure to follow specific directions given in the book or by Ms. LoBue. For 9-10, your number lines should be fractional; for 20-29 you should draw number lines or write numbers sentences; for 30c, draw a vertical number line; for 42-43, draw one well-labeled picture, and for 49-51, use number lines to solve.

Homework: Students should finish class ACE questions and "Comparing and Ordering Positive and Negative Numbers" and "Barbershop Quartet" (be sure to draw number lines for the second half).

Friday, November 12, 2010

Class: Students continue their work with number lines while working on Problem 1.3. Number lines should accompany A-C, equations for part D, and one or more number sentences for part E.

Homework: Complete any work from the current week

Thursday, November 11, 2010

No school: Veteran's Day

Wednesday, November 10, 2010

Class: Students worked with number line models while working through Problem 1.2. This problems focuses on temperature, distance on the number line, and midpoint of two integers.

Homework: Complete any unfinished parts of Problem 1.3 and "Integers in Temperature" mini-packet

Tuesday, November 9, 2010

Class: Students made corrections on both packets, turning in the "Flies with Stopwatches" mini-packet for homework credit. Students worked on Problem 1.1 in a large group setting, mostly finishing during class time.

Homework: Finish Problem 1.1 (if incomplete) and on its own paper, ACE 1-8, 39, and 48 (pages 16, 19, and 20).

Monday, November 8, 2010

Class: Students worked on integer activities in the "You Don't Say" and/or the "Flies with Stopwatches" mini-packets. These focused on writing opposites, finding points on a number line associated with integers or rational numbers, writing integers for descriptions (example: temperature drops 6 degrees = 6), and absolute value.

Homework: Students had three "to-dos," some of which might have been finished in class... Read pages 2-7 in the Accentuate the Negative textbook, finish the "You Don't Say" mini-packet, and finish the "Flies with Stopwatches" mini-packet

Friday, November 5, 2010

Class: Students took notes to introduce the new unit. After note-taking, students had the option of... finishing their Unit Test, putting together their Investigation Four packet, or working on the "You Don't Say" mini-packet (covering material related to the new unit).

Homework: Complete any work from Variables & Patterns

Thursday, November 4, 2010

Class: Students finished their unit test and put together their packet for Investigation Four.

Homework: Complete assembly of packet and math reflection

Wednesday, November 3, 2010


Homework: Complete any unfinished work; review further for unit test

Tuesday, November 2, 2010

Class: Students turned in "Homework for Investigation Four" after corrections today. The remaining time was spent on Problem 4.3. Students created a table, graph, and a pair of equations for a final comparison of two bike rental companies. They were then to use the graphing calculator to determine if their equations were well-written based on a comparison between the tables and graphs.

Homework: Continue TEST preparation

Monday, November 1, 2010

Class: Students had a chance to practice the WINDOW, TRACE, and GRAPH keys in Problem 4.2. The only change that was made... for B1, be sure to write the window settings you used to see the graph of Y=100-6x, the equation for the Bonus Card Problem from 3.2. Students that finished with time remaining used the graphing calculator to solve other ACE questions (from the homework packet or from ACE 2-4). In period three, students worked on ACE 1(a, e, & h) p. 55, ACE 2 p. 56, ACE 5-7 p. 56, and ACE 30-37 p. 60 (the blue section of the planner will help with some of these!).

Homework: Students were given 5 homework days to complete "Homework for Investigation Four" homework packet (handed out last Monday)... it is due on Tuesday (no late passes or other "excuses")

Friday, October 29, 2010

Class: Students continued their work with the graphing calculator, using the keys learned in previous days. Students were challenged to finish at least two more "Sets" in the Getting Ready section of Problem 4.2. If time remained, students should turn to the out of class homework to see where the graphing calculator might help answer questions.

Homework: TEST announcement: UNIT TEST now scheduled for Wednesday, November 3. Homework due date moved to Tuesday, November 2. Complete unfinished work from the week (remember: one week to get late work turned in... with or without a late pass)

Thursday, October 28, 2010

Class: Students learned three new keys on the graphing calculator--WINDOW, GRAPH, and TRACE--and what each key will do for them. We practiced these keys with one equation where we learned to reset the window, and with a set of three equations in the Getting Ready for Problem 4.2. To be continued tomorrow.

Homework: Complete "Homework for Investigation Four" by Monday

Tuesday, October 26, 2010

Class: Students continued their work in Problem 4.1 with the four important keys on the graphing calculator. After completing the Problem, students continued their work with ACE 1, 11, and 12, which also use the graphing calculator to solve.

Homework: Continue working on the Homework for Investigation Four packet (due Monday)

Monday, October 25, 2010

Class: Students were introduced to the graphing calculator. The class had time to work on "Getting Ready for Problem 4.1 and to work part of Problem 4.1 before class ended.

Homework: Students were given this week's homework in a packet called "Homework for Investigation Four." Students should work enough questions tonight to be able to complete the packet before it is graded one week from today (next Monday).

Friday, October 22, 2010

Class: Students took a quiz. Most finished with time to spare. Students were encouraged to get their packet turned in, organized the math section of their binder, and try some extra-credit graphs and equations in their Investigation Three packet.

Homework: Complete unfinished homework from the week

Wednesday, October 20, 2010

Class: Students had a very busy and productive day. We began by assembling the Investigation Three packet and starting the Math Reflection (due on Friday). The remainder of the class period was spent on Student-led Conference preparation, answering questions about attitudes about mathematics and preparing a sample question to show parents. This handout is due to Ms. LoBue after conferences, preferably by Monday (October 26).

Homework: Complete unfinished work in packet; prepare for quiz over Investigation Three

Tuesday, October 19, 2010

Class: Students made corrections for the ACE questions assigned Monday... at least through #42. These will be turned in tomorrow after grading the remaining questions! Students worked on "Writing Equations for Some Already Completed Problems" for the remainder of class.

Homework: Complete 1-6 of "Writing Equations for Some Already Completed Problems" and any ACE not finished on Monday

Monday, October 18, 2010

Class: Students had the entire class period to work on ACE Questions, beginning with Question 8 in Investigation Three. Work completed in class should reflect 50 minutes of good effort!

Homework: finish ACE Questions 8-27 on pages 57-59, 30-42 on page 60, and 44-48 on pages 61-62

***Quiz coming up next week... Friday on Investigation Three... writing one-step and two-step equations from descriptions, tables, and graphs

Friday, October 15, 2010

Class: Students were given the task of finishing Problem 3.3, using the provided handout. This gave students a place to make a table using the new equations, written because an expense was forgotten for the original table of data. After completing the new table, students made a graph that showed when the company (Ocean Bike Tours) would make a profit in their business.

Homework: Complete unfinished homework from the week

Thursday, October 14, 2010

Class: Students made corrections ACE 4-7 (turned in) and Problem 3.2 (not turned in). Today's class focused on writing equations for revenue, expenses, and profit for the Ocean Bike Tour business. Students completed a multi-column table, wrote equations, and used the equations for solving problems. In the final step, they learned that an expense was left off the table and will need to be added. Students were provided with another table to complete with the new expense included (to be finished tomorrow).

Homework: Complete "According to Astronomers, What is a Light Year?" and "Why Doesn't Gonzo Glomgold Brush his Teeth with Gunpowder?"

Wednesday, October 13, 2010

Class: Students made corrections on homework (turned in). We began with a review of part A of Problem 3.2, looking at several ways to write a two-step equation to match the scenario. Students continued to work through the parts of Problem until class ended. In part B, students should write an equation that involves subtraction and multiplication. In part C, students are expected to analyze the equation given, then create a table and graph that reflect the equation.

Homework: Complete Problem 3.2 (all parts) and on separate paper... ACE 4-7, page 56

Tuesday, October 12, 2010

Class: Students made corrections and turned in ACE Questions assigned Monday. Students were introduced to the process for writing two-step equations found at the introduction for Problem 3.2. Students began their work with a set of questions about admission price to an amusement park. The park has an individual and a group rate. Students were led through several steps that allowed them to write a useful equation to describe the group rate of admission. Most were able to finish or almost finish Part A. More on Wednesday.

Homework: Skill--Variables, Tables, & Graphs (both sides)

Monday, October 11, 2010

Class: Students began where they left off on Friday, with Problem 3.1 partially finished. We had a table listing times from 0-6 hours and distances traveled at speeds of 50 mph, 55mph, and 60 mph. This information was graphed on the same axes. Today's big task was to write our first rules (using words to describe the pattern) which we changed into equations (use all symbols to describe the pattern). We also had some related questions to answer in parts C, D, and E.

Homework: ACE Questions 1-3, 9-10 on pages 55-57

Friday, October 8, 2010

Class: Several students asked for additional time to finish Quiz 2. After introducing Investigation Three, students were given the option to finish their quiz and then return to start Problem 3.1, questions A & B only. Many students began a handout "According to Astronomers, What is a Light Year?" which gave practice on substituting values for variables and solving one- to multi-step expressions. Last call for Packets for Investigation Two.

Homework: Complete Problem 3.1, parts A & B only

Thursday, October 7, 2010

Class: QUIZ over Investigation Two

Homework: complete anything for Packet #2, activities or reflection

Wednesday, October 6, 2010

Class: Students made corrections on the Bus Rental Problem and the Savings Problem from "4 Experiences." We then assembled our second packet (Variables & Patterns for Investigation Two), listing dates and self-evaluating our work. We looked over Quiz One for errors to eliminate on the next quiz, with important reminders like... avoid the word "it" and tell what "it" is, use labeled numbers to describe in detail what's in a graph or table, don't forget all the parts of a great graph. Students then had a few minutes to begin the homework.

Homework: Complete Math Reflection, complete any of the "4 Experiences" still unfinished, and prepare for Thursday's quiz.

Tuesday, October 5, 2010

Class: Students made corrections and turned in ACE questions from Monday, along with the "Match the Graph" handout. The remainder of the class time was devoted to working on one problem in which students were to compare two bus leasing companies... East Coast Transport and Superior Buses. This comparison took the form of creating a table, making a graph, and responding to two follow-up questions.

Homework: Finish the "Buses" and "Savings" questions (front side of the "Graphing Two Lines on the Same Axes: Four Experiences" handout). QUIZ on Thursday.

Monday, October 4, 2010

Class: Students worked on two paper folding activities. In the first, students counted the number of folds (from 0 to 6) and related it to the number of regions formed--this information was put in a table. We then graphed it (number of folds, number of regions). In a second folding activity, students created a second table, this time determining the area in square units for one region (y-axis), based on the number of folds, assuming that the beginning sheet of paper was 8 units by 10 units (area of 80 square units). The two graphs showed properties of doubling and halving. These types of graphs will be seen in other settings. With about 15 minutes remaining, students worked on "Match the Graph" and "Graph Worth a Thousand Words."

Homework: finish (1) Problem 2.3 from Friday, (2) Match the Graph, Graph Worth 1000 words, and ACE 22 & 23 from last Thursday. New ACE questions 8 and 10 on pages 39-40. QUIZ on Thursday.

Friday, October 1, 2010

Class: Students worked on the "Getting Ready" for Problem 2.3 for a portion of the period. We then began Problem 2.3 (page 34). In this assignment, students were asked to create a set of axes for each description... (A-G), label those axes correctly based on the description, find the graph that would best represent the situation (copy it or create one of your own), give the graph an appropriate title, and write a complete word description of the graph (not just restate the situation). Not all graphs at the bottom of the page need to be used and a graph can be used more than once if you can describe it correctly.

Homework: No homework unless you wish to finish ACE questions from Thursday OR have missing homework assignments. Quiz on Thursday.

Thursday, September 30, 2010

Class: Students continued their work on "In Class" ACE Questions (normally, these are done as homework). The questions continued with ACE 17 and 19, with explanations on the handout. Students made several graphs and answered important related questions!

Homework: finish ACE 6, 17, 19 (in that order) and then continue with ACE 22 & 23 on pages 46-47. Students can stop at 40 minutes of work if these are incomplete at this time... to be finished later, however!

Wednesday, September 29, 2010

Class: Students worked on ACE Question 6, building a table or set of tables for two truck rental companies. The rental rates were then graphed on the same set of axes so students can compare and answer the question, "for what number of miles is each rental company the better buy?"

Homework: ACE 5 & 7, pages 38-39

Tuesday, September 28, 2010

Class: Students made corrections and turned in ACE questions from Monday. The remaining class time was devoted to Problem 2.2. Ms. LoBue provided an additional handout to clarify the need for two graphs... one showing the relationship between (tour price, number of potential customers) and the other (tour price, income generated). Each needs to be on its own set of axes. Then, finish responding to the questions on page 32 (some are already answered by making the graphs).

Homework: Finish Problem 2.1 and/or Problem 2.2, working in a "no more than 40 minutes" time range

Monday, September 27, 2010

Class: Students take MAP (Measure of Academic Progress) test in the computer lab. After testing, students can work on Problem 2.1 from last week or begin homework

Homework: ACE 4, 15, 16 in Investigation Two (pages 37 & 42); handout provided for tables for questions 15a & 16a

Friday, September 24, 2010

Class: ACE questions were corrected and turned in (see Thursday). Students were given further direction and time to work on Problem 2.1.

Homework: no homework unless assignments are missing from this week

Thursday, September 23, 2010

Class: Students made corrections on ACE and turned in. Problem 2.1 was introduced by doing the "Getting Ready" activity... what would you want the tour company to provide if you were going on the 3-day Ocean Bike Tour? After discussing the possibilities, we began (and did not finish) Problem 2.1. We are beginning this Problem by recreating Rocky's table and adding Adrian's data to the table; recreate Adrian's graph and add Rocky's data to that graph. This gives us two forms to compare... and ponder, which is easier to use to answer questions. Finish on Friday.

Homework: ACE 1, 3, 12 (pages 35, 36, and 41)

Wednesday, September 22, 2010

Class: Students took their first Math 7 QUIZ.

Homework: ACE 12, 21-28 on pages 22, 24-27 (previously assigned, but due on Thursday)

Tuesday, September 21, 2010

Class: Students spent today assembling their first packet... Investigation One of Variables and Patterns. After working together to get all assignments in order, students had the remaining time to write their first Math Reflection (steps in making a coordinate graph).

Homework: Finish the math reflection and graph for packet; review packet for Wednesday's QUIZ; work on ACE questions (see Monday) due on Thursday

Monday, September 20, 2010

Class: Students worked on two unrelated tasks. The first, "Searching for Elvis," asks students to read a journal and create a table of miles traveled from the journal. Once the table is created, the data is graphed as a coordinate graph, with a few questions to answer. A second task, "An Evening Walk," asks students to create a reasonable table from a description of Emma's evening walk with her mother. Mileage on this table and graph is in tenths of miles, so select your y-axis values carefully.

Homework: complete class work at home, if incomplete. Start working on ACE questions... due on Thursday: ACE 12, 21-28 (pages 22, 24-27). QUIZ scheduled for this Wednesday (Sept. 22).

Friday, September 17, 2010

Class: Students had time to complete Problem 1.5 from Thursday and to begin the final set of ACE Questions. These questions will be finished next week for homework before Wednesday's QUIZ.

Homework: no homework unless assignments are missing from this week

Thursday, September 16, 2010

Class: Students made corrections on ACE from Wednesday and turned in. We began, but did not finish, Problem 1.5. We will make a table from a journal description and make a graph of that table. The problem will be finished in class tomorrow.

Homework: ACE 10 and Jogging Graphs (handout); for Jogging Graphs, write a description for each change in slope

Wednesday, September 15, 2010

Class: Students had a shortened period due to late start and pictures. Corrections were made for ACE questions before turning in. For the remainder of the class period, students worked on finishing Problem 1.4 from class on Tuesday and then began homework... ACE questions.

Homework: ACE 2, 3, 6-9 on pages 16, 19-21

Tuesday, September 14, 2010

Class: Students graded and turned in ACE 1 from page 15. Students also graded Problem 1.3 but did NOT turn in at this time. It will go with other Problems into a packet later this week. Students worked on Problem 1.4 (pages 12-13) but may not have finished during class. Don't finish as homework

Homework: ACE questions 4 and 5 on pages 17-18 (make two graphs and answer related questions). Each graph on its own sheet of paper.

Monday, September 13, 2010

Class: Students were introduced to the Bicycle Tours, Day One, in Problem 1.3. Students were asked to make a coordinate graph, respond to some questions related to the graph, and to create a journal (question C) that might explain the 5 hours shown on the graph. Assignment: Problem 1.3, parts A-D

Homework: complete Problem 1.3 if incomplete, and ACE 1, page 15 (put this on its own sheet of grid paper

Friday, September 10, 2010

Class: Students made corrections and turned in data displays packet. Students listed each part of the packet in their homework log. Students now have five assignments listed there, each worth 10 points of homework credit. Students also learned procedures for turning in homework IF Ms. LoBue does not collect papers from groups or rows. With remaining minutes, students were able to work on Problem 1.2, making their jumping jack graph.

Homework: no homework unless data displays packet was not finished

Thursday, September 9, 2010

Class: Students worked with Ms. Harold (substitute). Class began with a handout "Qualities of a Great Coordinate Graph," that highlights Ms. LoBue's expectations for all graphing activities in this unit. Students created a sample graph using some data about sit-ups done in 90 seconds. This graph was intended to show all the principles from the "Qualities..." handout. Then, students began making a graph of their jumping jack data (the key component of Problem 1.2).

Homework: complete data displays packet and bring to class to grade and turn in on Friday

Wednesday, September 8, 2010

Class: Students worked on Problem 1.1, responding first to three "getting ready" questions before collecting jumping jack data with their classmates.

Homework: complete follow-up questions (B & C) on the jumping jack handout, read pages 7-9 carefully in your textbook, AND continue working on the data displays packet (about 30 minutes of homework)

Tuesday, September 7, 2010

Class: Ms. LoBue returned from her absence and got acquainted with her new seventh grade classes. Today we went through various introductory items for the first unit, Variables & Patterns. Students looked over a vocabulary handout, determining what terms are already familiar. We became familiar with all the goals of the unit.

Homework: first textbook assignment, ACE for 1.1, questions 13-17 on page 15 of Variables and Patterns and continue working in Friday's data displays packet (about 25-30 minutes of homework)

Friday, September 3, 2010

Class: Introduction to our first topic this year... graphing (in the context of introductory algebra). Today in class students worked with a set of activities that review previously learned displays of data: pictographs, bar graphs, and line graphs. Students worked during class on this assignment (presented in a stapled packet) and will continue to work on it for homework during the coming week.

Homework: no homework assigned

Thursday, September 2, 2010

Class: Students corrected and turned in "Number Hunt" before working on some additional review topics... order of operations and number theory. Students were given the assignments called "Order Up" (show your steps for the order of operations), "Number Jeopardy" (factors, multiples, and sum of digits), "A Prime Example" (prime vs. composite numbers), and "Number Clues" (place value). Interesting to see what students remember and need to review from these topics!

Homework: work 20 minutes on work from class (titles listed above)

Wednesday, September 1, 2010

Class: Introduction to Math 7 with Ms. LoBue. Periods One and Two began working with assignment called "Number Hunt" and "Leftovers." Period Two had the most time with the assignment..., Period One had locker practice and first day handouts, and Period Three attended an assembly.

Homework: work 20 minutes on "Number Hunt" and "Leftovers" (period 1 & 2 only)